Supporting Neurodivergent Students in Quran Assessments

Neurodiversity refers to the natural variations in human cognition, including conditions such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, and other neurological differences. Recognising and appropriately supporting neurodivergent students is crucial for their equitable participation in educational settings, including Quran assessments. This article will explore effective strategies, practical observations, and the importance of inclusive practices to support neurodivergent learners in Quran memorisation and recitation assessments.

Understanding Neurodiversity in the Context of Quranic Assessment

Quranic assessments, whether formal competitions or informal evaluations, traditionally focus on accuracy in recitation (tajweed), memorisation (hifz), and sometimes interpretation (tafsir). Students are usually expected to perform under time constraints in structured environments. These conditions can pose unique challenges for neurodivergent learners, depending on their specific needs.

For instance:

• Autistic students may struggle with unexpected changes, social interaction, or sensory sensitivities during an assessment.
• Students with ADHD may find it difficult to concentrate over long periods or remember instructions.
• Those with dyslexia or auditory processing disorder might have difficulties in hearing, retaining, or reproducing verses accurately.

By better understanding how these conditions manifest, assessors and organisers can modify approaches to be more inclusive while maintaining the integrity of Quranic evaluation.

Creating Inclusive Assessment Environments

The first step in supporting neurodivergent learners is to build an assessment environment that lowers anxiety and reduces cognitive barriers. This benefits not only neurodivergent students but can also improve the experience for all participants.

Physical Environment Adjustments

• Minimise sensory overwhelm: Reduce noise levels, bright lighting, and visual distractions in the assessment space. Consider noise-reducing headphones or quiet rooms for those with sensory sensitivities.
• Provide familiar surroundings: Where possible, conduct assessments in familiar environments or allow students to visit the assessment area beforehand to reduce anxiety caused by unfamiliar settings.
• Flexible seating: Let students sit or stand based on comfort and focus needs, particularly if they have motor difficulties or experience discomfort in standard seating.

Timing and Scheduling Considerations

• Offer flexible timing: Some students may function better in the morning or need shorter assessment sessions. Providing personalised scheduling options can play a key role in performance.
• Avoid long waiting periods: Neurodivergent students may experience increased stress with extended waiting times. Clear, predictable timetables help ensure better self-regulation.
• Allow breaks: Schedule short, structured breaks between assessment components for those who need them to maintain focus or manage energy levels.

Tailoring Assessment Methods

Standard Quran assessment formats may not account for the diverse learning and communication styles of neurodivergent students. Adapting assessment methods can provide a more accurate reflection of students’ abilities without compromising standards.

Alternative Recitation Styles

Some students may find individual assessment less stressful than performing in front of peers or an audience. In such cases, organisers might consider:

• One-on-one assessment: Reduces social pressure and allows students to interact directly with the examiner in a controlled setting.
• Recorded submissions: Enable students to record their recitations in a quiet and familiar setting. These can be evaluated later by judges using established criteria.

Prompting and Review Options

Memory recall under pressure can be a challenge for neurodivergent students, especially for those with ADHD or anxiety. Allowing for minimal prompting — such as a reminder of the last verse or a gentle nudge — can make assessments more accessible without giving advantage in terms of knowledge or preparation.

Reasonable assessment strategies might include:

• Permitting second attempts at recitation if initially forgotten or misread.
• Accepting recitation of alternate surahs if a specific one proves challenging on the day of assessment.

It’s critical to distinguish between understanding and expression. A student’s difficulty in reciting under pressure does not necessarily indicate a lack of knowledge or appreciation of the Quran.

Training Assessors in Neurodiversity Awareness

Achieving inclusivity in Quran assessments also depends heavily on the awareness and flexibility of assessors, judges, and organisers. Without adequate understanding, well-intentioned but rigid application of rules could unintentionally disadvantage neurodivergent participants.

Priority Areas for Assessor Training

• Recognition of visible and invisible challenges: Not all neurodivergent conditions are externally apparent. Training should focus on empathy and close observation of student behaviour and needs.
• Bias prevention: Understand and mitigate subconscious assumptions, such as interpreting delays in response as forgetfulness rather than processing differences.
• Flexible communication: Some students may struggle to follow spoken instructions quickly. Using clear, written, or visual instructions as well can build better accommodation.

Assessors should also be trained to respond calmly and supportively if a student becomes anxious or disoriented during an assessment, rather than prematurely disqualifying them.

Engagement of Families and Caregivers

Families play an essential role in supporting neurodivergent students’ Quran learning and performance. Establishing a channel of communication with caregivers can help assessments be tailored appropriately.

This may involve:

• Gathering information on student needs: Parents and caregivers can provide insight into effective practices used in home learning or school environments.
• Discussing reasonable adjustments: Collaborate on what types of supports might be beneficial, such as visual schedules or extra time allowances.
• Providing reassurance: Families may worry about how their children will be perceived. Transparent policies and non-judgemental communication create an atmosphere of trust and inclusion.

Technology and Assessment Tools

Digital tools can provide meaningful support for neurodivergent students by introducing flexibility while maintaining accuracy and fairness in assessments.

• Digital assessment platforms: These can offer features such as adjustable timing, playback options, and annotation tools. This may particularly help students with attention differences.
• Visual prompts or verse tracking tools: Some students may benefit from tools that display verses one at a time or highlight words as they are recited.
• Speech-to-text analysis: Advanced systems can detect tajweed errors or pausing patterns, supplementing feedback for learners who benefit from visual representations of spoken input.

Balancing Integrity and Inclusion in Assessment

One concern when adapting assessments for neurodivergent students is maintaining fairness and consistency across participants. Balancing inclusion with rigorous standards requires a clear articulation of policy regarding allowable accommodations.

Some guiding principles include:

• Equity is not the same as equality: Fairness means giving each student what they need to succeed, not necessarily treating all students identically.
• Transparently communicated criteria: Share any modified assessment conditions with all participants and judges to ensure integrity in scoring.
• Protection of Quranic respect: Any adaptations should preserve the sanctity and core principles of Quran recitation, under guidance from qualified scholars or fiqh advisors if necessary.

Conclusion

Supporting neurodivergent students in Quran assessments is not only a matter of equity but also an expression of Islamic responsibility to nurture all learners according to their capacities. Through assessment design, environmental adjustments, skilled assessor training, and thoughtful use of technology, we can create meaningful opportunities for every student to demonstrate their memorisation and love for the Quran. As the Ummah becomes more aware of neurodiversity, inclusivity in religious education must grow alongside general education reform efforts.

With a collaborative and informed approach, Quran assessments can be both inclusive and rigorous — upholding the spirit of learning and devotion for all participants.

If you need help with your Quran competition platform or marking tools, email info@qurancompetitions.tech.